Current theory and research on infant learning and memory: Application to early intervention

Abstract

Young infants remember their prior experiences for relatively long periods with surprising specificity. This specificity can be overridden, however, to facilitate transfer to new situations. Even seemingly forgotten memories can often be reactivated, and multiple reactivations can further protract retention. Individuals who plan interventions with infants and young children can program these events in ways that optimize cumulative learning and retention. The principles on which such interventions should be based are embodied in the time-window construct.